As a parent, researcher, and teacher educator, I am constantly trying to figure out the ways in which we frame our conversations about screentime.
- Are we trying to monitor (police, surveil) our children’s online activities?
- Similarly, are we trying to manage (perhaps even micromanage) our children’s online activities?
- Or, are we trying to mentor (model, coach, encourage, discuss, and inspire) our children as they create healthy choices, both IRL and online?
The stance that we take — in our classrooms and our homes — will largely define the ways in which our students determine their own relationship with screentime.
Here are the slides and links from my opening talk during our NCTE 2018 session, “Moving Beyond the ‘Screentime’ Debate: The Intersection of Teaching, Researching, and Parenting”
- Date: Thursday, November 15, 2018
- Time: 1:00-3:45 p.m.
- Location: 320 AB
[googleapps domain=”docs” dir=”presentation/d/e/2PACX-1vTkDeL3ZejGb3viQfnPxN1ellO0owXvvu-Km4f9j6tmrM6bKBEPU1ldXCRbbiDRxwzWsTBtJlBFUQrF/embed” query=”start=false&loop=false&delayms=3000″ width=”480″ height=”299″ /]
- Focusing with Reading
- Focusing with Writing
- Focusing on Response
- And, be sure to check out our updated position statement, “Beliefs for Integrating Technology into the English Language Arts Classroom“
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.